Unit 27
Meeting Additional Requirements for CCLD
(P4,M3)
Downs Syndrome
Down syndrome children tend to share certain physical features such as a flat facial profile, an upward slant to the eyes, small ears, and a protruding tongue.
Low muscle tone is also characteristic of children with Downs Syndrome, and babies in particular may seem especially "floppy." Though this can and often does improve over time, most children with Downs Syndrome typically reach developmental milestones like sitting up, crawling, and walking later than other children.
At birth, kids with Downs Syndrome are usually of average size, but they tend to grow at a slower rate and remain smaller than their peers. For infants, low muscle tone may contribute to sucking and feeding problems, as well as constipation and other digestive issues. Toddlers and older kids may have delays in speech and self-care skills like feeding, dressing, and toilet teaching.

Down syndrome affects children’s' ability to learn in different ways, but most have mild to moderate intellectual impairment. Children with Downs Syndrome can and do learn, and are capable of developing skills throughout their lives. They simply reach goals at a different pace, which is why it's important not to compare a child with Downs Syndrome against typically developing siblings or even other children with the condition.Children with Downs Syndrome have a wide range of abilities, and there's no way to tell at birth what they will be capable of as they grow up.
Creating an inclusive school and classroom climate allows other children to understand the condition and to be more understabding of children with this condition. Given the growing number of children with Down’s Syndrome now in mainstream schools, it is fundamentally important that there is a positive attitude towards Down’s Syndrome and other special educational needs throughout the school community.
It is important to liaise closely with parents. Many special schools operate a home/school diary system where parents and teachers are able to note down information and report on progress on a daily basis. This is less frequently seen in mainstream schools but represents a valuable and very convenient way of sharing information regularly with those who know the children best.
Referring closely to the child’s Individual Education Plan (IEP) can also largely benefit children with Downs Syndrome. All children with Down’s Syndrome will have an IEP and it is a teacher’s responsibility to be aware of the targets set for the individual child and to adapt their teaching to reduce the barriers to learning experienced by the child. The IEP should be reviewed on a regular basis and the classroom teacher should be given every opportunity to take part in the review of any targets set. This will help children to progress and will therefore allow them to be included in more activities with the whole class,which will therefore help them to develop in many subject areas.
Also close one to one support is important ,therefore classroom assistants and support teachers can sit with the child and explain each activity and assist them with it.effectively. With the support of a classroom assistant a child with Down’s Syndrome should be able to learn alongside their peers,this therefore will help them to feel valued and included within the class and will therefore encourage them to learn. Every child should also be given every opportunity to form meaningful friendships with peers, free where possible of adult interference.this helps the children to gain social skills and helps them to form relationships and learn key skills which are important to build these. The aim of the work of the classroom assistant should be to promote an appropriate level of working independence for the child with Down’s Syndrome.
Promote language development. Often children with Down’s Syndrome will struggle especially in this area. Teachers should therefore place the child near the